Unexpected Gifts: Art Teaching in the COVID-19 Pandemic and Authenticity in the Classroom

Autor/inn/en	Krauss, Sarah; LaRiviere, Mark
Titel	Unexpected Gifts: Art Teaching in the COVID-19 Pandemic and Authenticity in the Classroom
Quelle	In: Art Education, 75 (2022) 2, S.56-58 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2021.2009283
Schlagwörter	Art Education; COVID-19; Pandemics; Visual Arts; School Closing; Educational Technology; Technology Uses in Education; Workshops; Videoconferencing; Creativity; Metacognition; Trauma; Art Products; Program Effectiveness; Elementary Schools; Middle Schools; New York (New York) + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Optische Gestaltung; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernwerkstatt; Schulung; Kreativität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Künstlerische Produktion; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	For the past 10 years, Creative Classrooms has partnered with schools to develop learner-centered visual arts programs for students in kindergarten through 8th grade. This program is part of the Children's Arts Guild, a New York City nonprofit. The program works with schools to train art educators through monthly professional development workshops. In the spring of 2020, all teachers and students suddenly had to continue their lessons remotely. At the schools with which Creative Classrooms partner, remote learning not only exposed severe inequities in students' home lives and access to resources, but it also rendered many teaching methods implausible. Professional-development workshops were held via Zoom, allowing teachers to share their students' work and discuss their remote-teaching experiences. Observations during these workshops provided unexpected insights. This article presents what the pandemic revealed about student creativity, authenticity, metacognition, and trauma, along with how to center students' experiences in a postpandemic world. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01